Abstract
The teaching of Artificial Intelligence (AI) topics in K-12 curricula is an important global strategic initiative in educating the next generation. Its education is new to schools and academia, and there is a serious lack of studies that informed school teachers about AI curriculum design. Inclusion and diversity within school education are primarily based on increasing the participation of underrepresented groups in learning. Curriculum refers to all experiences which are planned and guided by teachers. Teacher autonomy is crucial to the teacher’s motivation and commitment to providing effective learning opportunities for students. Accordingly, this paper presented an AI curriculum that encourages teacher autonomy for school and examined whether the curriculum improves student perceived AI knowledge and relevance, and attitude and motivation toward AI, as well as caters students with different genders (i.e., girls vs. boys) and academic achievement (i.e., high vs. low) in learning AI. It involved 64 grades 8–9 students from a middle school. Results show that in the AI curriculum, (1) the students were perceived to be more competent, and developed more positive attitude and higher intrinsic motivation to learn AI, (2) there were insignificant differences between girl and boys, and (3) there were almost no significant differences between high and low achieving students.
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Chiu, T.K.F. (2022). Designing Inclusive and Diverse Artificial Intelligence (AI) Curriculum for K-12 Education. In: Tso, A.W.B., Chan, A.Ck., Chan, W.W.L., Sidorko, P.E., Ma, W.W.K. (eds) Digital Communication and Learning. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-16-8329-9_3
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